People_

Professor Nicole Mockler

BEd(Hons), GCertPTT, MA(History/Gender Studies), MSc(Applied Statistics), PhD(Education)

Professor of Education

Phone

02 9351 3793

Email

nicole.mockler@sydney.edu.au

Address

A35 - Education Building

The University of Sydney

Details

Member of SSSHARC

Websites

Website

Biographical details

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work, and has a background in secondary school teaching and teacher professional learning. In the past she has held senior leadership roles in secondary schools, and after completing her PhD in Education at the University of Sydney in 2008, she was a Senior Lecturer in the School of Education at the University of Newcastle until early 2015. Nicole's research interests are in education policy and politics, professional learning and curriculum and pedagogy, and she also continues to work with teachers and schools in these areas.

Research interests

Teacher professional identity; Teacher professional learning; Education policy; Politics of education;Education and the media.

Teaching and supervision

Current projects

Representations of Education in the Print Media
This project uses innovative research methods (including corpus-assisted discourse analysis) to map print media representations of teachers in Australia since the 1990s. This research is the focus of a recent research monograph and a number of upcoming journal articles.

Time-Use, Time Poverty and Teachers Work (ARC Linkage Project 2020-2024) Professor Greg Thompson (QUT), Associate ProfessorAnna Hogan (QUT), Professor Nicole Mockler (USyd), Associate ProfessorMeghan Stacey (UNSW). This project focuses on the nature and quantity of teachers' and school leaders' work, and is undertaken in partnership with the Queensland Teachers' Union.

Strengthening Teacher Induction through Quality Teaching Rounds (Commonwealth Department of Education 2023-2025) Laureate Professor Jenny Gore, Dr Leanne Fray, Dr Drew Miller, Professor Nicole Mockler, Dr Sally Patfield. This large cross-sectoral project explores the potential for Quality Teaching Rounds, a structured inquiry-based teacher professional learning approach, as a support early career teachers.

Australian Teachers, Educational Data and Evidence-Informed Practice
This project focuses on Australian teachers’ use of educational research, data generated both within and beyond their schools, and the enactment of authentic evidence-informed practice. The project has given rise to a number of journal articles and a Special Issue ofTeaching Education,co-edited with Professor Martin Mills (QUT), Dr Meghan Stacey (UNSW) and Dr Becky Taylor (UCL IOE).

Associations

Member, Editorial Board, The Australian Educational Researcher

Member, Editorial Board, British Educational Research Journal

Member, Editorial Board, Curriculum Perspectives

Member, International Advisory Board, Educational Action Research

Member, International Advisory Board, Professional Development in Education

Awards and honours

2022 Dr Paul Brock Memorial Medal (Australian Council for Educational Leaders) for career-long impact on the field of education in Australia.

Themes

Educational history, sociology and philosophy, Research on teaching and learning

International links

United Kingdom	(Harris Manchester College, University of Oxford) Visiting Fellow, 2023
United Kingdom	(Institute of Education, University College London) Visiting Academic, 2018-2019
United Kingdom	(University of Oxford) Visiting Research Fellowship, Department of Education, 2019
United Kingdom	(University of Oxford Department of Education) Honorary Research Fellow 2023-2025

Current research students

Project title	Research student
Using an historical lens to explore the mediatisation of beginning reading instruction in NSW and the ACT (1996 - 2023)	Petra COLE
How are comprehensive public schools represented in the media and how do their principals frame success?	Caroline DAVID
A Foucauldian discourse analysis of gender diversity in education through media and policy texts	Lydia FAGAN
Investigating the philosophical potentialities in texts prescribed for the NSW HSC Advanced English Course	Bianca HEWES
We need to talk about 'the elephant in the room': understanding out-of-field mathematics teaching through a policy and multi-informant study.	Yasser MENESES ZEPEDA
Teacher identity and professional confidence: Understanding the influence of context on identity and professional practice	Denise ROBERTS
An Exploration of Factors Enabling and Constraining the Adoption of Disruptive Humanistic Innovations in Australian Schools	Brett ROLFE
Student agency in curriculum design - perspectives and experiences of school stakeholders in Australian case study schools	Grant SCIBERRAS
Tracing settler knowledge structures in NSW Secondary Curriculum: A critical analysis of knowledge representation and policy reform in post-war education	Penny VLIES

Selected publications

Constructing teacher identities: How the print media define and represent teachers and their work

(Bloomsbury, 2022)

Questioning the language of improvement and reform in education: Reclaiming meaning

(Routledge, 2018)

Big Fish, Little Fish: Teaching and learning in the middle years

(Cambridge University Press, 2015)

Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship

(Springer, 2015)

Australian Curriculum, Classroom Approaches: English

(Palgrave Macmillan, 2013)

Australian Curriculum, Classroom Approaches: History

(Palgrave Macmillan, 2013)

Australian Curriculum, Classroom Approaches: Mathematics

(Palgrave Macmillan, 2013)

Australian Curriculum, Classroom Approaches: Science

(Palgrave Macmillan, 2013)

Facilitating Practitioner Research: Developing Transformational Partnerships

(Routledge, 2013)

Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith

(Springer Science+Business Media, 2011)

Teacher Professional Learning in an Age of Compliance: Mind the Gap

(Springer, 2009)

Learning in the Middle Years: More than a Transition

(Thomson (Learning Australia), 2007)

Local research, global community: Action research for a new century

(CARN, 2006)

Learning to listen: Listening to learn

(University of Sydney, 2003)

Publications

By Type

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Books

Stacey, M., Mockler, N. (2024). Analysing Education Policy: Theory and Method. London: Routledge. [More Information]
Mockler, N. (2022). Constructing teacher identities: How the print media define and represent teachers and their work. London: Bloomsbury.
Mockler, N., Groundwater-Smith, S. (2018). Questioning the language of improvement and reform in education: Reclaiming meaning. Abingdon: Routledge. [More Information]
Mockler, N., Groundwater-Smith, S. (2015). Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Cham, Switzerland: Springer. [More Information]
Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.
Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., Ronnerman, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. UK: Routledge. [More Information]
Groundwater-Smith, S., Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. not specified: Springer. [More Information]
Groundwater-Smith, S., Mitchell, J., Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson (Learning Australia).
Groundwater-Smith, S., Mockler, N. (2003). Learning to listen: Listening to learn. Sydney: University of Sydney.

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Edited Books

Welch, A., Bagnall, N., Burns, K., Cuervo, H., Foley, D., Groundwater-Smith, S., Harwood, V., Low, R., Mockler, N., Proctor, H., Rawlings, V., Wood, J., et al (2022). Education, change and society (5th edition). Melbourne: Oxford University Press.
Welch, A., Connell, R., Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., Foley, D., Vickers, M., Bagnall, N., Burns, K., Low, R., Groundwater-Smith, S. (2018). Education, Change and Society: Fourth Edition. Melbourne: Oxford University Press.
Groundwater-Smith, S., Mockler, N. (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne, Australia: Cambridge University Press.
Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith. Dordrecht: Springer Science+Business Media. [More Information]
Mockler, N. (2006). Local research, global community: Action research for a new century. Manchester: CARN.

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Book Chapters

Stacey, M., Mockler, N. (2024). ANALYSING EDUCATION POLICY: An introduction. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 3-17). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). ANALYSING EDUCATION POLICY: Now and into the future. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 253-258). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). DOCUMENT AND TEXT ANALYSIS IN CRITICAL EDUCATION POLICY STUDIES. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 21-27). London: Routledge. [More Information]
Mockler, N. (2024). MEDIA ANALYSIS: From the wide angle to the zoom lens. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 79-93). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). PARTICIPANT ANALYSIS IN CRITICAL EDUCATION POLICY STUDIES. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 129-135). London: Routledge. [More Information]
Mockler, N. (2023). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I. Menter (Eds.), The Palgrave handbook of teacher education research, (pp. 431-450). Cham: Palgrave Macmillan. [More Information]
Mockler, N., Redpath, E. (2023). Shoring up "teacher quality": Media discourses of teacher education in the United Kingdom, United States, and Australia. In I. Menter (Eds.), The Palgrave handbook of teacher education research, (pp. 933-961). Cham: Palgrave Macmillan. [More Information]
Stacey, M., Mockler, N. (2022). Purposes of education. In A. Wilkins (Eds.), Policy foundations of education. London: Bloomsbury Academic.
Stacey, M., Mockler, N. (2022). School systems and school choice. Education, change and society (5th edition), (pp. 282-311). Melbourne: Oxford University Press.
Mockler, N., Stacey, M. (2022). Teachers' work amid global education reform: “the greatest challenge”? In Not known (Eds.), International Encyclopedia of Education: Fourth Edition, (pp. 29-38). TBC. [More Information]
Mockler, N., Hogan, A., Lingard, B., Rahimi, M., Thompson, G. (2021). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times. In A. Hogan & G. Thompson (Eds.), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing, (pp. 198-211). Abingdon: Routledge. [More Information]
Mayer, D., Goodwin, A., Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching. In Diane Mayer (Eds.), Teacher Education Policy and Research: Global Perspectives, (pp. 209-223). Cham: Springer. [More Information]
Mockler, N. (2019). Navigating professional identity as a teacher of history. In T. Allender, A. Clark, R. Parkes (Eds.), Historical Thinking for History Teachers: A new approach to engaging students and developing historical consciousness, (pp. 323-336). Sydney: Allen and Unwin. [More Information]
Mockler, N. (2019). Shifting the Frame: Representations of Early Career Teachers in the Australian Print Media. In Anna Sullivan, Bruce Johnson, Michele Simons (Eds.), Attracting and Keeping the Best Teachers: Issues and Opportunities, (pp. 63-82). Singapore: Springer. [More Information]
Groundwater-Smith, S., Mockler, N. (2019). Student voice work as educative practice. In I. Berson, M. Berson & C. Gray (Eds.), Participatory methodologies to elevate children's voice and agency, (pp. 25-46). Charlotte: Information Age Publishing.
Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and Representations of Education across Traditional and Social Media. In A. Baroutsis, S. Riddle, P. Thomson (Eds.), Education Research and the Media: Challenges and Possibilities, (pp. 47-65). Abingdon: Routledge. [More Information]
Mockler, N. (2018). Curriculum. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 333-360). Melbourne: Oxford University Press.
Mockler, N. (2018). Curriculum integration in the 21st century: Some reflections in the light of the Australian Curriculum. In A. Reid and D. Price (Eds.), The Australian Curriculum: Promises, problems and possibilities, (pp. 229-240). Deakin West, ACT: Australian Curriculum Studies Association.
Groundwater-Smith, S., Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice. In C. Edwards-Groves, P. Grootenboer, J. Wilkinson (Eds.), Education in an era of schooling, (pp. 107-120). Singapore: Springer. [More Information]
Groundwater-Smith, S., Mockler, N. (2018). Researching education. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 407-440). Melbourne: Oxford University Press.
Mockler, N., Connell, R. (2018). Teachers. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 361-387). Melbourne: Oxford University Press.
Mockler, N., Groundwater-Smith, S. (2017). Teacher research: A knowledge-producing profession? In P. Grootenboer, C. Edwards-Groves & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation, (pp. 215-230). Singapore: Springer. [More Information]
Groundwater-Smith, S., Mockler, N. (2017). The study of education in Australia: Shifting knowledge interests. In George Whitty, John Furlong (Eds.), Knowledge and the study of education: An international exploration, (pp. 123-143). Oxford: Symposium Books.
Mockler, N. (2016). NAPLAN and the problem frame: Exploring representations of NAPLAN in the print media, 2010 and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181-198). Abingdon: Routledge. [More Information]
Mockler, N., Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. In Linda Newman, Christine Woodrow (Eds.), Practitioner Research in Early Childhood: International Issues and Perspectives, (pp. 122-138). London, UK: Sage Publications.
Groundwater-Smith, S., Mockler, N. (2015). Challenges for teaching and learning in the middle years. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 3-14). Melbourne, Australia: Cambridge University Press.
Holmes, K., Mockler, N. (2015). Ongoing professional learning. In Michael Henderson, Geoff Romeo (Eds.), Teaching and Digital Technologies: Big issues and critical questions, (pp. 332-345). Melbourne: Cambridge University Press.
Groundwater-Smith, S., Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane and M. Webber (Eds.), Sociocultural realities: Exploring new horizons, (pp. 117-134). Christchurch: Canterbury University Press.
Mockler, N. (2015). The middle years as a site for reform: From local to global. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 253-267). Melbourne, Australia: Cambridge University Press.
Groundwater-Smith, S., Mockler, N. (2015). Why Global Policies Fail Disengaged Young People at the Local Level. In Helen Proctor, Patrick Brownlee, Peter Freebody (Eds.), Controversies in Education: Orthodoxy and Heresy in Policy and Practice, (pp. 139-148). Cham: Springer. [More Information]
Sachs, J., Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 33-43). London: Routledge. [More Information]
Groundwater-Smith, S., Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 506-515). London: Routledge. [More Information]
Mockler, N., Groundwater-Smith, S. (2012). Weaving the web of professional practice: Australia. In Wrigley T, Thomson P, Lingard B (Eds.), Changing schools: alternative ways to make a world of difference, (pp. 152-166). Abingdon, UK: Routledge imprint of Taylor & Francis. [More Information]
Mockler, N. (2011). Becoming and 'being' a teacher: Understanding teacher professional identity. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 123-138). Dordrecht: Springer Science+Business Media. [More Information]
Mockler, N. (2011). Being me: In pursuit of authenticity. In Higgs J, Titchen A, Horsfall D, Bridges D (Eds.), Creative Spaces for Qualitative Researching: Living Research, (pp. 159-168). Rotterdam: Sense Publishers. [More Information]
Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: An introduction. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 1-8). Dordrecht: Springer Science+Business Media. [More Information]
Groundwater-Smith, S., Mockler, N. (2010). From lesson study to learning study: side-by-side professional learning in the classroom. In Campbell A, Groundwater-Smith S (Eds.), Connecting Inquiry and Professional Learning in Education. International perspectives and practical solutions, (pp. 166-178). London & New York: Routledge imprint of Taylor & Francis.
Groundwater-Smith, S., Mockler, N. (2008). Ethics in practitioner research: an issue of quality. In John Furlong, Alis Oancea (Eds.), Assessing Quality in Applied and Practice-Based Research in Education: Continuing the Debate, (pp. 79-91). Abingdon, Oxon: Routledge imprint of Taylor & Francis. [More Information]
Mockler, N. (2007). Ethics in practitioner research: dilemmas from the field. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research, (pp. 88-98). New York: Routledge imprint of Taylor & Francis.
Mockler, N. (2002). Making teacher learning count. In F. Kroath & V. Trafford (Eds.), A conference tells its story. Chelmsford: Earlybrave Publications Ltd.

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Journals

Mockler, N. (2024). Accounting for teachers: changing representations of education in The Australian Financial Review 1993–2022. Educational Review. [More Information]
Mockler, N., Thompson, G., Hogan, A. (2023). 'If you can't beat them, join them': Utility, markets and the absent entrepreneur. British Journal of Sociology of Education, 44(3), 467-484. [More Information]
Chan, S., Thomas, M., Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), 231-247. [More Information]
Le Feuvre, L., Hogan, A., Thompson, G., Mockler, N. (2023). Marketing Australian public schools: The double bind of the public school principal. Asia Pacific Journal of Education, 43(2), 599-612. [More Information]
Stacey, M., Mockler, N. (2023). Recruiting the ‘quality teacher’: equity, faith, and passion. Discourse: Studies in the Cultural Politics of Education. [More Information]
Thompson, G., Creagh, S., Stacey, M., Hogan, A., Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. Australian Educational Researcher. [More Information]
Creagh, S., Thompson, G., Mockler, N., Stacey, M., Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first. [More Information]
Mockler, N. (2023). “Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia. History of Education Review, 52(2-3), 115-131. [More Information]
Hogan, A., Thompson, G., Mockler, N., Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education, 52(4), 618-635. [More Information]
Thompson, G., Mockler, N., Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Education Research Journal, 21(1), 83-104. [More Information]
Hogan, A., Thompson, G., Mockler, N. (2022). Romancing the public school: Attachment, publicness and privatisation. Comparative Education, 58(2), 164-186. [More Information]
Wang, B., Ginns, P., Mockler, N. (2022). Sequencing tracing with imagination. Educational Psychology Review, 34(1), 421-449. [More Information]
Mockler, N. (2022). Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166-180. [More Information]
Clarke, M., Mills, M., Mockler, N., Singh, P. (2022). What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond. European Education Research Journal, 21(1), 3-12. [More Information]
Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). 'The village and the world': Research with, for and by teachers in an age of data (editorial). Teaching Education, 32(1), 1-6. [More Information]
Larsen, E., Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review. [More Information]
Mockler, N., Stacey, M. (2021). Evidence of teaching practice in an age of accountability: when what can be counted isn't all that counts. Oxford Review of Education, 47(2), 170-188. [More Information]
Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). Teachers' orientations to educational research and data in England and Australia: Implications for teacher professionalism. Teaching Education, 32(1), 77-98. [More Information]
Mockler, N. (2020). Discourses of teacher quality in the Australian print media 2014-2017: a corpus-assisted analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), 854-870. [More Information]
Mockler, N. (2020). Ten years of print media: Coverage of NAPLAN A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), 117-144. [More Information]
Thomas, M., Mockler, N. (2018). Alternative routes to Teacher Professional Identity: Exploring the Conflated Sub-identities of Teach for America Corps Members. Education Policy Analysis Archives, 26(6), 1-22. [More Information]
Beveridge, L., Mockler, N., Gore, J. (2018). An Australian view of the academic partner role in schools. Educational Action Research, 26(1), 25-41. [More Information]
Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38(2), 129-136. [More Information]
Mockler, N. (2018). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, 33(2), 262-278. [More Information]
Mockler, N. (2017). Classroom ready teachers? Some reflections on teacher education in Australia in an age of compliance. Teacher Education & Practice, 30(2), 335-338.
Groundwater-Smith, S., Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student-teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. [More Information]
Groundwater-Smith, S., Mitchell, J., Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. [More Information]
Thompson, G., Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), 1-18. [More Information]
Mockler, N. (2015). From surveillance to formation? A generative approach to teacher 'performance and development' in Australian schools. Australian Journal of Teacher Education, 40(9), 117-131. [More Information]
Mockler, N., Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and Teaching: theory and practice, 21(5), 603-614. [More Information]
Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the fluid shift from 'equity' to 'quality' in education. Review of Education, 2(2), 115-143. [More Information]
Mockler, N. (2014). When 'research ethics' become 'everyday ethics': The intersection of inquiry and practice in practitioner research. Educational Action Research, 22(2), 146-158. [More Information]
Mockler, N. (2013). Reporting the 'education revolution': MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1-16. [More Information]
Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35-47. [More Information]
Mockler, N. (2013). The slippery slope to efficiency? An Australian perspective on school/university partnerships for teacher professional learning. Cambridge Journal of Education, 43(3), 273-289. [More Information]
Mockler, N. (2011). Beyond "what works": Understanding teacher identity as a practical and political tool. Teachers and Teaching: theory and practice, 17(5), 517-528. [More Information]
Mitchell, J., Hunter, J., Mockler, N. (2010). Connecting classrooms in rural communities through interactive whiteboards. Australasian Journal of Educational Technology, 26(4), 464-476.
Groundwater-Smith, S., Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22(2), 199-211.
Groundwater-Smith, S., Mockler, N. (2006). Research that counts: practitioner research and the academy. Australian Educational Researcher, RARE 6, 105-117.
Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733-746. [More Information]
Groundwater-Smith, S., Mockler, N. (2002). The knowledge building school: From the outside in, from the inside out. Change: Transformations in Education, 5(2), 15-24.

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Conferences

Mockler, N. (2014). Student voice: Market research in the 'enterprise university'? Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
Mockler, N. (2014). Teachers and the Australian curriculum: A preliminary exploration of the spaces 'between hope and happening'. Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
Mockler, N. (2013). Panic stations: The crisis of teacher quality in an era of standards and accountability. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide.
Groundwater-Smith, S., Mockler, N. (2013). Participative research with children and young people in schools: Adumbration or full voice? European Council for Educational Research Conference, 2013, Istanbul.
Mockler, N., Groundwater-Smith, S. (2013). What counts in the middle years? British Educational Research Association Annual Conference, 2013, Brighton, UK.
Groundwater-Smith, S., Mockler, N. (2012). A long road to hoe: The impacts of the 'New School Leaving Age' on young people in NSW. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
Groundwater-Smith, S., Mockler, N. (2012). Increasing the school leaving age: A challenge for educational policy and practice in Australia. European Council for Educational Research Conference, 2012, University of Cadiz, Spain.
Mockler, N. (2011). Back to the future: Progressive education in challenging times. Middle Years of Schooling Association Conference, 2011, Gold Coast.
Mockler, N. (2011). Teacher professional learning as a 'wicked problem'. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart.
Mockler, N. (2011). The slippery slope to efficiency? An Australian perspective on school/university partnerships for professional learning (Teacher professionalism: The place and purpose of school/ university partnerships, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
Mockler, N. (2011). When research ethics become â€˜everyday ethicsâ€™: The intersection of inquiry and practice in practitioner research (Ethical issues in the conduct of education research, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
Groundwater-Smith, S., Mockler, N. (2010). Speaking of quality and research that counts. Collaborative Action Research Network (CARN) Study Day, University of Newcastle.
Mitchell, J., Hunter, J., Mockler, N., Paige, I. (2009). e2 â€“ New media, new pedagogy, new knowledge: Partnerships in school-based research for student learning and professional learning. Australian Association for Research in Education (AARE) Conference 2009, Canberra.
Mockler, N., Groundwater-Smith, S. (2009). Seeking for the unwelcome truths: Action learning beyond celebration. Pedagogy in Practice Conference, Newcastle.
Mockler, N., Elliott, G. (2008). Practitioner inquiry for whole-school change: Possibilities and pitfalls. Collaborative Action Research Network (CARN) Annual Conference 2008, Liverpool, UK.
Mockler, N., Groundwater-Smith, S. (2007). From lesson study to learning study: Side by side professional learning. 2nd International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University.
Mockler, N., Sachs, J. (2006). Reclaiming 'professional identity': Beyond the search for Mr Chips. AARE International Education Research Conference 2006, Australia: Australian Association for Research in Education (AARE).
Mockler, N. (2005). Ethics in practitioner research: Dilemmas from the field. Invitational International Colloquium â€˜Ethics in Practitioner Research: An International Conversation, Liverpool, UK. [More Information]
Mockler, N., Schutz, H., Vecchiet, S. (2005). Practitioner inquiry for professional learning: Possibilities, capabilities and accountabilities. 4th International Practitioner Research Conference, Utrecht, The Netherlands.
Groundwater-Smith, S., Mockler, N. (2005). Practitioner Research in Education: Beyond Celebration. 2005 AARE Focus Conference. Quality in Educational Research: Directions in Policy and Practice, Cairns, Queensland, Australia: Australian Association for Research in Education (AARE).
Mockler, N. (2004). Architects, travel agents and bus drivers: Images of teacher professional identity. Australian Association for Research in Education (AARE) Annual Conference, 2004, Melbourne.
Mockler, N., Englebrecht, K. (2003). Beyond the bandaged bear: Pedagogy, identity and teacher development in educating for social justice. ACSA Biennial Conference, 2003, Adelaide.
Groundwater-Smith, S., Mockler, N. (2003). Holding a mirror to professional learning. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
Mockler, N. (2003). Improvement through inquiry: Evidence-based practice and school improvement. International Congress on School Effectiveness and Improvement, 2003, Sydney Convention Centre.
Mockler, N., Sachs, J. (2002). A crisis of identity? Teacher professional identity and the role of evidence-based practice. Australian Association for Research in Education Annual Conference: AARE 2002, Australia: Australian Association for Research in Education (AARE).
Mockler, N. (2002). Challenging practice through practitioner inquiry ('Challenging evidence in evidence based practice: Where are we with practitioner research in Education?', Symposium). British Educational Research Association Annual Conference, 2002, University of Exeter.

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Report

Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]

By Year

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2024

Mockler, N. (2024). Accounting for teachers: changing representations of education in The Australian Financial Review 1993–2022. Educational Review. [More Information]
Stacey, M., Mockler, N. (2024). ANALYSING EDUCATION POLICY: An introduction. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 3-17). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). ANALYSING EDUCATION POLICY: Now and into the future. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 253-258). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). Analysing Education Policy: Theory and Method. London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). DOCUMENT AND TEXT ANALYSIS IN CRITICAL EDUCATION POLICY STUDIES. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 21-27). London: Routledge. [More Information]
Mockler, N. (2024). MEDIA ANALYSIS: From the wide angle to the zoom lens. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 79-93). London: Routledge. [More Information]
Stacey, M., Mockler, N. (2024). PARTICIPANT ANALYSIS IN CRITICAL EDUCATION POLICY STUDIES. In Meghan Stacey, Nicole Mockler (Eds.), Analysing Education Policy: Theory and Method, (pp. 129-135). London: Routledge. [More Information]

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2023

Mockler, N., Thompson, G., Hogan, A. (2023). 'If you can't beat them, join them': Utility, markets and the absent entrepreneur. British Journal of Sociology of Education, 44(3), 467-484. [More Information]
Chan, S., Thomas, M., Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), 231-247. [More Information]
Mockler, N. (2023). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I. Menter (Eds.), The Palgrave handbook of teacher education research, (pp. 431-450). Cham: Palgrave Macmillan. [More Information]
Le Feuvre, L., Hogan, A., Thompson, G., Mockler, N. (2023). Marketing Australian public schools: The double bind of the public school principal. Asia Pacific Journal of Education, 43(2), 599-612. [More Information]
Stacey, M., Mockler, N. (2023). Recruiting the ‘quality teacher’: equity, faith, and passion. Discourse: Studies in the Cultural Politics of Education. [More Information]
Thompson, G., Creagh, S., Stacey, M., Hogan, A., Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. Australian Educational Researcher. [More Information]
Mockler, N., Redpath, E. (2023). Shoring up "teacher quality": Media discourses of teacher education in the United Kingdom, United States, and Australia. In I. Menter (Eds.), The Palgrave handbook of teacher education research, (pp. 933-961). Cham: Palgrave Macmillan. [More Information]
Creagh, S., Thompson, G., Mockler, N., Stacey, M., Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first. [More Information]
Mockler, N. (2023). “Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia. History of Education Review, 52(2-3), 115-131. [More Information]

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2022

Hogan, A., Thompson, G., Mockler, N., Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education, 52(4), 618-635. [More Information]
Mockler, N. (2022). Constructing teacher identities: How the print media define and represent teachers and their work. London: Bloomsbury.
Welch, A., Bagnall, N., Burns, K., Cuervo, H., Foley, D., Groundwater-Smith, S., Harwood, V., Low, R., Mockler, N., Proctor, H., Rawlings, V., Wood, J., et al (2022). Education, change and society (5th edition). Melbourne: Oxford University Press.
Thompson, G., Mockler, N., Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Education Research Journal, 21(1), 83-104. [More Information]
Stacey, M., Mockler, N. (2022). Purposes of education. In A. Wilkins (Eds.), Policy foundations of education. London: Bloomsbury Academic.
Hogan, A., Thompson, G., Mockler, N. (2022). Romancing the public school: Attachment, publicness and privatisation. Comparative Education, 58(2), 164-186. [More Information]
Stacey, M., Mockler, N. (2022). School systems and school choice. Education, change and society (5th edition), (pp. 282-311). Melbourne: Oxford University Press.
Wang, B., Ginns, P., Mockler, N. (2022). Sequencing tracing with imagination. Educational Psychology Review, 34(1), 421-449. [More Information]
Mockler, N. (2022). Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166-180. [More Information]
Mockler, N., Stacey, M. (2022). Teachers' work amid global education reform: “the greatest challenge”? In Not known (Eds.), International Encyclopedia of Education: Fourth Edition, (pp. 29-38). TBC. [More Information]
Clarke, M., Mills, M., Mockler, N., Singh, P. (2022). What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond. European Education Research Journal, 21(1), 3-12. [More Information]

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2021

Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). 'The village and the world': Research with, for and by teachers in an age of data (editorial). Teaching Education, 32(1), 1-6. [More Information]
Larsen, E., Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review. [More Information]
Mockler, N., Stacey, M. (2021). Evidence of teaching practice in an age of accountability: when what can be counted isn't all that counts. Oxford Review of Education, 47(2), 170-188. [More Information]
Mockler, N., Hogan, A., Lingard, B., Rahimi, M., Thompson, G. (2021). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times. In A. Hogan & G. Thompson (Eds.), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing, (pp. 198-211). Abingdon: Routledge. [More Information]
Mayer, D., Goodwin, A., Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching. In Diane Mayer (Eds.), Teacher Education Policy and Research: Global Perspectives, (pp. 209-223). Cham: Springer. [More Information]
Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). Teachers' orientations to educational research and data in England and Australia: Implications for teacher professionalism. Teaching Education, 32(1), 77-98. [More Information]

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2020

Mockler, N. (2020). Discourses of teacher quality in the Australian print media 2014-2017: a corpus-assisted analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), 854-870. [More Information]
Mockler, N. (2020). Ten years of print media: Coverage of NAPLAN A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), 117-144. [More Information]

2019

Mockler, N. (2019). Navigating professional identity as a teacher of history. In T. Allender, A. Clark, R. Parkes (Eds.), Historical Thinking for History Teachers: A new approach to engaging students and developing historical consciousness, (pp. 323-336). Sydney: Allen and Unwin. [More Information]
Mockler, N. (2019). Shifting the Frame: Representations of Early Career Teachers in the Australian Print Media. In Anna Sullivan, Bruce Johnson, Michele Simons (Eds.), Attracting and Keeping the Best Teachers: Issues and Opportunities, (pp. 63-82). Singapore: Springer. [More Information]
Groundwater-Smith, S., Mockler, N. (2019). Student voice work as educative practice. In I. Berson, M. Berson & C. Gray (Eds.), Participatory methodologies to elevate children's voice and agency, (pp. 25-46). Charlotte: Information Age Publishing.
Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and Representations of Education across Traditional and Social Media. In A. Baroutsis, S. Riddle, P. Thomson (Eds.), Education Research and the Media: Challenges and Possibilities, (pp. 47-65). Abingdon: Routledge. [More Information]

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2018

Thomas, M., Mockler, N. (2018). Alternative routes to Teacher Professional Identity: Exploring the Conflated Sub-identities of Teach for America Corps Members. Education Policy Analysis Archives, 26(6), 1-22. [More Information]
Beveridge, L., Mockler, N., Gore, J. (2018). An Australian view of the academic partner role in schools. Educational Action Research, 26(1), 25-41. [More Information]
Mockler, N. (2018). Curriculum. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 333-360). Melbourne: Oxford University Press.
Mockler, N. (2018). Curriculum integration in the 21st century: Some reflections in the light of the Australian Curriculum. In A. Reid and D. Price (Eds.), The Australian Curriculum: Promises, problems and possibilities, (pp. 229-240). Deakin West, ACT: Australian Curriculum Studies Association.
Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38(2), 129-136. [More Information]
Mockler, N. (2018). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, 33(2), 262-278. [More Information]
Welch, A., Connell, R., Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., Foley, D., Vickers, M., Bagnall, N., Burns, K., Low, R., Groundwater-Smith, S. (2018). Education, Change and Society: Fourth Edition. Melbourne: Oxford University Press.
Groundwater-Smith, S., Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice. In C. Edwards-Groves, P. Grootenboer, J. Wilkinson (Eds.), Education in an era of schooling, (pp. 107-120). Singapore: Springer. [More Information]
Mockler, N., Groundwater-Smith, S. (2018). Questioning the language of improvement and reform in education: Reclaiming meaning. Abingdon: Routledge. [More Information]
Groundwater-Smith, S., Mockler, N. (2018). Researching education. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 407-440). Melbourne: Oxford University Press.
Mockler, N., Connell, R. (2018). Teachers. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 361-387). Melbourne: Oxford University Press.

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2017

Mockler, N. (2017). Classroom ready teachers? Some reflections on teacher education in Australia in an age of compliance. Teacher Education & Practice, 30(2), 335-338.
Mockler, N., Groundwater-Smith, S. (2017). Teacher research: A knowledge-producing profession? In P. Grootenboer, C. Edwards-Groves & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation, (pp. 215-230). Singapore: Springer. [More Information]
Groundwater-Smith, S., Mockler, N. (2017). The study of education in Australia: Shifting knowledge interests. In George Whitty, John Furlong (Eds.), Knowledge and the study of education: An international exploration, (pp. 123-143). Oxford: Symposium Books.

2016

Groundwater-Smith, S., Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student-teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. [More Information]
Mockler, N. (2016). NAPLAN and the problem frame: Exploring representations of NAPLAN in the print media, 2010 and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181-198). Abingdon: Routledge. [More Information]
Groundwater-Smith, S., Mitchell, J., Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. [More Information]
Thompson, G., Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), 1-18. [More Information]

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2015

Mockler, N., Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. In Linda Newman, Christine Woodrow (Eds.), Practitioner Research in Early Childhood: International Issues and Perspectives, (pp. 122-138). London, UK: Sage Publications.
Groundwater-Smith, S., Mockler, N. (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne, Australia: Cambridge University Press.
Groundwater-Smith, S., Mockler, N. (2015). Challenges for teaching and learning in the middle years. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 3-14). Melbourne, Australia: Cambridge University Press.
Mockler, N., Groundwater-Smith, S. (2015). Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Cham, Switzerland: Springer. [More Information]
Mockler, N. (2015). From surveillance to formation? A generative approach to teacher 'performance and development' in Australian schools. Australian Journal of Teacher Education, 40(9), 117-131. [More Information]
Holmes, K., Mockler, N. (2015). Ongoing professional learning. In Michael Henderson, Geoff Romeo (Eds.), Teaching and Digital Technologies: Big issues and critical questions, (pp. 332-345). Melbourne: Cambridge University Press.
Groundwater-Smith, S., Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane and M. Webber (Eds.), Sociocultural realities: Exploring new horizons, (pp. 117-134). Christchurch: Canterbury University Press.
Mockler, N., Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and Teaching: theory and practice, 21(5), 603-614. [More Information]
Mockler, N. (2015). The middle years as a site for reform: From local to global. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 253-267). Melbourne, Australia: Cambridge University Press.
Groundwater-Smith, S., Mockler, N. (2015). Why Global Policies Fail Disengaged Young People at the Local Level. In Helen Proctor, Patrick Brownlee, Peter Freebody (Eds.), Controversies in Education: Orthodoxy and Heresy in Policy and Practice, (pp. 139-148). Cham: Springer. [More Information]

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2014

Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the fluid shift from 'equity' to 'quality' in education. Review of Education, 2(2), 115-143. [More Information]
Mockler, N. (2014). Student voice: Market research in the 'enterprise university'? Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
Mockler, N. (2014). Teachers and the Australian curriculum: A preliminary exploration of the spaces 'between hope and happening'. Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
Mockler, N. (2014). When 'research ethics' become 'everyday ethics': The intersection of inquiry and practice in practitioner research. Educational Action Research, 22(2), 146-158. [More Information]

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2013

Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.
Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., Ronnerman, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. UK: Routledge. [More Information]
Mockler, N. (2013). Panic stations: The crisis of teacher quality in an era of standards and accountability. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide.
Groundwater-Smith, S., Mockler, N. (2013). Participative research with children and young people in schools: Adumbration or full voice? European Council for Educational Research Conference, 2013, Istanbul.
Mockler, N. (2013). Reporting the 'education revolution': MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1-16. [More Information]
Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35-47. [More Information]
Mockler, N. (2013). The slippery slope to efficiency? An Australian perspective on school/university partnerships for teacher professional learning. Cambridge Journal of Education, 43(3), 273-289. [More Information]
Mockler, N., Groundwater-Smith, S. (2013). What counts in the middle years? British Educational Research Association Annual Conference, 2013, Brighton, UK.

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2012

Groundwater-Smith, S., Mockler, N. (2012). A long road to hoe: The impacts of the 'New School Leaving Age' on young people in NSW. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
Groundwater-Smith, S., Mockler, N. (2012). Increasing the school leaving age: A challenge for educational policy and practice in Australia. European Council for Educational Research Conference, 2012, University of Cadiz, Spain.
Sachs, J., Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 33-43). London: Routledge. [More Information]
Groundwater-Smith, S., Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 506-515). London: Routledge. [More Information]
Mockler, N., Groundwater-Smith, S. (2012). Weaving the web of professional practice: Australia. In Wrigley T, Thomson P, Lingard B (Eds.), Changing schools: alternative ways to make a world of difference, (pp. 152-166). Abingdon, UK: Routledge imprint of Taylor & Francis. [More Information]

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2011

Mockler, N. (2011). Back to the future: Progressive education in challenging times. Middle Years of Schooling Association Conference, 2011, Gold Coast.
Mockler, N. (2011). Becoming and 'being' a teacher: Understanding teacher professional identity. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 123-138). Dordrecht: Springer Science+Business Media. [More Information]
Mockler, N. (2011). Being me: In pursuit of authenticity. In Higgs J, Titchen A, Horsfall D, Bridges D (Eds.), Creative Spaces for Qualitative Researching: Living Research, (pp. 159-168). Rotterdam: Sense Publishers. [More Information]
Mockler, N. (2011). Beyond "what works": Understanding teacher identity as a practical and political tool. Teachers and Teaching: theory and practice, 17(5), 517-528. [More Information]
Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: An introduction. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 1-8). Dordrecht: Springer Science+Business Media. [More Information]
Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith. Dordrecht: Springer Science+Business Media. [More Information]
Mockler, N. (2011). Teacher professional learning as a 'wicked problem'. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart.
Mockler, N. (2011). The slippery slope to efficiency? An Australian perspective on school/university partnerships for professional learning (Teacher professionalism: The place and purpose of school/ university partnerships, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
Mockler, N. (2011). When research ethics become â€˜everyday ethicsâ€™: The intersection of inquiry and practice in practitioner research (Ethical issues in the conduct of education research, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.

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2010

Mitchell, J., Hunter, J., Mockler, N. (2010). Connecting classrooms in rural communities through interactive whiteboards. Australasian Journal of Educational Technology, 26(4), 464-476.
Groundwater-Smith, S., Mockler, N. (2010). From lesson study to learning study: side-by-side professional learning in the classroom. In Campbell A, Groundwater-Smith S (Eds.), Connecting Inquiry and Professional Learning in Education. International perspectives and practical solutions, (pp. 166-178). London & New York: Routledge imprint of Taylor & Francis.
Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]
Groundwater-Smith, S., Mockler, N. (2010). Speaking of quality and research that counts. Collaborative Action Research Network (CARN) Study Day, University of Newcastle.

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2009

Mitchell, J., Hunter, J., Mockler, N., Paige, I. (2009). e2 â€“ New media, new pedagogy, new knowledge: Partnerships in school-based research for student learning and professional learning. Australian Association for Research in Education (AARE) Conference 2009, Canberra.
Mockler, N., Groundwater-Smith, S. (2009). Seeking for the unwelcome truths: Action learning beyond celebration. Pedagogy in Practice Conference, Newcastle.
Groundwater-Smith, S., Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. not specified: Springer. [More Information]

2008

Groundwater-Smith, S., Mockler, N. (2008). Ethics in practitioner research: an issue of quality. In John Furlong, Alis Oancea (Eds.), Assessing Quality in Applied and Practice-Based Research in Education: Continuing the Debate, (pp. 79-91). Abingdon, Oxon: Routledge imprint of Taylor & Francis. [More Information]
Mockler, N., Elliott, G. (2008). Practitioner inquiry for whole-school change: Possibilities and pitfalls. Collaborative Action Research Network (CARN) Annual Conference 2008, Liverpool, UK.

2007

Groundwater-Smith, S., Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22(2), 199-211.
Mockler, N. (2007). Ethics in practitioner research: dilemmas from the field. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research, (pp. 88-98). New York: Routledge imprint of Taylor & Francis.
Mockler, N., Groundwater-Smith, S. (2007). From lesson study to learning study: Side by side professional learning. 2nd International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University.
Groundwater-Smith, S., Mitchell, J., Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson (Learning Australia).

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2006

Mockler, N. (2006). Local research, global community: Action research for a new century. Manchester: CARN.
Mockler, N., Sachs, J. (2006). Reclaiming 'professional identity': Beyond the search for Mr Chips. AARE International Education Research Conference 2006, Australia: Australian Association for Research in Education (AARE).
Groundwater-Smith, S., Mockler, N. (2006). Research that counts: practitioner research and the academy. Australian Educational Researcher, RARE 6, 105-117.

2005

Mockler, N. (2005). Ethics in practitioner research: Dilemmas from the field. Invitational International Colloquium â€˜Ethics in Practitioner Research: An International Conversation, Liverpool, UK. [More Information]
Mockler, N., Schutz, H., Vecchiet, S. (2005). Practitioner inquiry for professional learning: Possibilities, capabilities and accountabilities. 4th International Practitioner Research Conference, Utrecht, The Netherlands.
Groundwater-Smith, S., Mockler, N. (2005). Practitioner Research in Education: Beyond Celebration. 2005 AARE Focus Conference. Quality in Educational Research: Directions in Policy and Practice, Cairns, Queensland, Australia: Australian Association for Research in Education (AARE).
Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733-746. [More Information]

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2004

Mockler, N. (2004). Architects, travel agents and bus drivers: Images of teacher professional identity. Australian Association for Research in Education (AARE) Annual Conference, 2004, Melbourne.

2003

Mockler, N., Englebrecht, K. (2003). Beyond the bandaged bear: Pedagogy, identity and teacher development in educating for social justice. ACSA Biennial Conference, 2003, Adelaide.
Groundwater-Smith, S., Mockler, N. (2003). Holding a mirror to professional learning. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
Mockler, N. (2003). Improvement through inquiry: Evidence-based practice and school improvement. International Congress on School Effectiveness and Improvement, 2003, Sydney Convention Centre.
Groundwater-Smith, S., Mockler, N. (2003). Learning to listen: Listening to learn. Sydney: University of Sydney.

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2002

Mockler, N., Sachs, J. (2002). A crisis of identity? Teacher professional identity and the role of evidence-based practice. Australian Association for Research in Education Annual Conference: AARE 2002, Australia: Australian Association for Research in Education (AARE).
Mockler, N. (2002). Challenging practice through practitioner inquiry ('Challenging evidence in evidence based practice: Where are we with practitioner research in Education?', Symposium). British Educational Research Association Annual Conference, 2002, University of Exeter.
Mockler, N. (2002). Making teacher learning count. In F. Kroath & V. Trafford (Eds.), A conference tells its story. Chelmsford: Earlybrave Publications Ltd.
Groundwater-Smith, S., Mockler, N. (2002). The knowledge building school: From the outside in, from the inside out. Change: Transformations in Education, 5(2), 15-24.

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Selected Grants

2024

FASS humanities, AI and education collaboration with University of Toronto, Gulson K, McKenzie K, Hilliard C, Lehner J, Tan J, Flew T, Weatherall K, Bello Villarino J, Gray J, Freebody K, Mockler N, Markauskaite L, Rawlings V, Office of Global Engagement/Compact Agreement Global Research Partnerships

2020

Time-Use, Time Poverty and Teachers Work, Thompson G, Hogan A, Mockler N, Stacey M, Australian Research Council (ARC)/Linkage Projects (LP)

2017

SOAR Fellowship - Mockler, Nicole, Mockler N, DVC Research/SOAR Fellowships
The Commercial Provision of Schooling and its Implications for Australia, Lingard R, Thompson G, Gulson K, Mockler N, Hogan A, Australian Research Council (ARC)/Discovery Projects (DP)

2012

Quality Teaching Rounds for Teacher Professional Learning , Mockler N, Gore J, Bowe J, Lubans D, Smith M, NSW Department of Education and Communities/Research Support
Teachers and the Australian Curriculum, Mockler N, University of Newcastle/Early Career Researcher

2011

Investigating Quality Teaching Rounds to Support Teacher Professional Learning , Mockler N, Gore J, Bowe J, Smith M, ACT Department of Education and Training/Research Support
Smarter Schools Project, Mockler N, Gore J, Holy Family Primary School Emerton/Research Support

2009

Local Schools Working Together Evaluation, Mockler N, Hunter Wetlands Environmental Education Centre/Research Support

2008

Development of a book proposal on facilitated practitioner inquiry , Mockler N, University of Newcastle/New Staff Grant
Evaluation of the Schools Climate Change Initiative , Mockler N, Ladwig J, Department of Education (NSW)/Women In Construction Industry Innovation Program

In the media

Quality of Teaching is not about Teacher Quality (AEU Vic News, September 2022)
No wonder no-one wants to be a teacher: World-first study looks at 65,000 news articles about Australian Teachers (The Conversation, July 2022, also republished by The Guardian Australia and SMH)
Teachers the fall guys for a failing system (SMH & Age, June 2022)
Teachers don't deserve Morrison's guilt trip(SMH & Age, April 2020)
What's Good 'Evidence-based' Practice for Classrooms? (March 2019, with Meghan Stacey)
Professional Voice: The Trouble with NAPLAN (Summer 2019)
It's Time to be Honest with Parents About NAPLAN (May 2018)
Teaching Quality is Not Teacher Quality (May 2018)
How We Talk About Teachers is Changing (September 2017)
Teachers and Professional Judgement (January 2017)
The Project: Older Australians Returning to Study (November 2016)
The Morning Show: Education in Australia (August 2016)
What's a Good Education System Worth? (June 2016)
Education in the Election (June 2016)
Three Issues with the Minister's Intervention (August 2015)
More Measuring, Few Solutions for Teacher Education (February 2015)
The Australian Curriculum Review (November 2014)
Curriculum Review Set to Limit Future for Young Australians (September 2014)
Manufactured Panic Around Teacher Quality Obscures the Bigger Issue (June 2014)
Effects of NAPLAN (September 2013)
A Letter to Mr Pyne (March 2013)
Building a Profession: Performance Reviews Not Just About 'Bad Teachers' (August 2012)
The Smell of NAPLAN in the Morning (May 2011)
'Superman' Brings More Inconvenient Truths (May 2011)

Faculty of Arts and Social Sciences

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Professor Nicole Mockler

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